-A few observations and much reasoning lead to error; many observations and a little reasoning lead to truth.
Author: Alexis Carrel
Roles of an Observer Participant Observation
This is when the researcher is a genuine participant in the activity being studied. The purpose of participating when observing is gain a better view of the activities, people and physical aspects of the situation; and to engage in the activities that are appropriate to the situation that provide relevant information. Can combine this classification with the other types.
Active Participant Observer
Teachers when teaching and observing are active participant observers. Must be aware not to get so involved in participation that you forget to record your observations. Most common data collection method when observing your own teaching methods.
Privileged, Active Observer
The ability to move in and out of the roles of teacher, aide and observer by not being directly responsible for the teaching provides more time to record observations. This requires time teachers normally use for other non teaching activities such as team meetings, grading papers, and relaxing.
Passive Observer
By no longer assuming the responsibility of teaching a passive observer can focus only on data collection. Provides a different lens to observer students interactions.
Field Note'sField Notes are written records of participant observers. Rule of thumb "you can physically record everything that is happening during a observational episode, nor should you try to."
Observe and record everything you can
Use when you don't know what you want to record. review what you record after a day or two and you will find what most interest you and is pressing in your class. Then develop ways to record further evaluations.
Observe and look for nothing in particular
Try to see the the routine in new way or with new eyes. When you observe a setting you are familiar look for things that make the routine operating as normal.
Observe and look for paradoxes
Look for things that cause disruption or create unexpected responses.
2. Present articles
3. Do's and Do not's A. Pre Observation
DO-
1. Analyze and select appropriate participants
2. Research classroom organization and structure
3. Prepare open ended questions
4. Think about what you want to learn from the observation
DONT-
1. Have a predetermined outcome from the observation
2. Encourage students to behave irregularly
3. Interrupt often
B. During Observation
DO-
1. Encourage students to think outloud
2. Utilize all senses in observing
3. Remain mobile throughout the observation
4. Keep a log or complete an observation guide
5. Be consistant with time day and duration of observation
DONT
1. Overly help or promt students
2. Infer ideas based on observation
3. Censor what you write down
4. Observe too narrowly
1. CITATION- Birmingham, Mary. (2001) How Do we Teach Students With High Impulsivity and Anxiety to Improve in the Area of Self-Regulation? http://oldweb.madison.k12.wi.us/sod/car/abstracts/29.pdf
LOCATION-Classroom Action Research(C.A.R)- http://oldweb.madison.k12.wi.us/sod/car/search.cgi
NOTES- In this study, the researchers used observation to analyze and classify thier target audience. The students' characteristics were noted before hand through careful observation. During observational data collection, researchers used guiding questions to make note of what to look for in student behavior. The observation method was also utilized during the lesson as a formative assessment tool.
2. CITATION- Seelman, Carrie. (2002). Moving Out of Chaos: A Reading Workshop Approach. http://oldweb.madison.k12.wi.us/sod/car/abstracts/372.pdf LOCATION- Classroom Action Research (C.A.R)-http://oldweb.madison.k12.wi.us/sod/car/search.cgi
NOTES- This case study is built around observation of the classroom atmosphere before and after implementing a Readers Workshop. Observation was also used throughout the development of the program in order to make changes based on what was occuring. Observation served as a key indicator of student enjoyment and success in the classroom.
3. Citation - Peterson, L. (1999). Whose Rules are they Anyway?. Experiential Ed http://oldweb.madison.k12.wi.us/sod/car/abstracts/320.pdf Location- Classroom Action Research (C.A.R)-http://oldweb.madison.k12.wi.us/sod/car/search.cgNotes- This research uses anecdotal observations to evaluate data collected from class artifacts. The researcher laments that his data may not be able to answer the question he started out to answer but recognizes the value in the process of action research in the classroom. The AR forced him to look at the concept of kids in a P.E. class making there own rules and then writing, and drawing about them for homework.
Our Resources
Jump start you thinking about observation with a quote from Alexis Carrel
The roles of an observer can take
Get started with field notes
Some Examples from the literature
DO's and Don'ts
Our PowerPoint file
-A few observations and much reasoning lead to error; many observations and a little reasoning lead to truth.
Author: Alexis Carrel
Roles of an Observer
Participant Observation
This is when the researcher is a genuine participant in the activity being studied. The purpose of participating when observing is gain a better view of the activities, people and physical aspects of the situation; and to engage in the activities that are appropriate to the situation that provide relevant information. Can combine this classification with the other types.
Active Participant Observer
Teachers when teaching and observing are active participant observers. Must be aware not to get so involved in participation that you forget to record your observations. Most common data collection method when observing your own teaching methods.
Privileged, Active Observer
The ability to move in and out of the roles of teacher, aide and observer by not being directly responsible for the teaching provides more time to record observations. This requires time teachers normally use for other non teaching activities such as team meetings, grading papers, and relaxing.
Passive Observer
By no longer assuming the responsibility of teaching a passive observer can focus only on data collection. Provides a different lens to observer students interactions.
Field Note'sField Notes are written records of participant observers. Rule of thumb "you can physically record everything that is happening during a observational episode, nor should you try to."
Observe and record everything you can
Use when you don't know what you want to record. review what you record after a day or two and you will find what most interest you and is pressing in your class. Then develop ways to record further evaluations.
Observe and look for nothing in particular
Try to see the the routine in new way or with new eyes. When you observe a setting you are familiar look for things that make the routine operating as normal.
Observe and look for paradoxes
Look for things that cause disruption or create unexpected responses.
2. Present articles
3. Do's and Do not's
A. Pre Observation
DO-
1. Analyze and select appropriate participants
2. Research classroom organization and structure
3. Prepare open ended questions
4. Think about what you want to learn from the observation
DONT-
1. Have a predetermined outcome from the observation
2. Encourage students to behave irregularly
3. Interrupt often
B. During Observation
DO-
1. Encourage students to think outloud
2. Utilize all senses in observing
3. Remain mobile throughout the observation
4. Keep a log or complete an observation guide
5. Be consistant with time day and duration of observation
DONT
1. Overly help or promt students
2. Infer ideas based on observation
3. Censor what you write down
4. Observe too narrowly
http://oldweb.madison.k12.wi.us/sod/car/carhomepage.html
http://www.humboldt.edu/~tha1/observ.html
http://www.cdc.gov/healthyYouth/evaluation/pdf/brief16.pdf
References
1. CITATION- Birmingham, Mary. (2001) How Do we Teach Students With High Impulsivity and Anxiety to Improve in the Area of Self-Regulation? http://oldweb.madison.k12.wi.us/sod/car/abstracts/29.pdf
LOCATION-Classroom Action Research(C.A.R)- http://oldweb.madison.k12.wi.us/sod/car/search.cgi
NOTES- In this study, the researchers used observation to analyze and classify thier target audience. The students' characteristics were noted before hand through careful observation. During observational data collection, researchers used guiding questions to make note of what to look for in student behavior. The observation method was also utilized during the lesson as a formative assessment tool.
2. CITATION- Seelman, Carrie. (2002). Moving Out of Chaos: A Reading Workshop Approach. http://oldweb.madison.k12.wi.us/sod/car/abstracts/372.pdf
LOCATION- Classroom Action Research (C.A.R)-http://oldweb.madison.k12.wi.us/sod/car/search.cgi
NOTES- This case study is built around observation of the classroom atmosphere before and after implementing a Readers Workshop. Observation was also used throughout the development of the program in order to make changes based on what was occuring. Observation served as a key indicator of student enjoyment and success in the classroom.
3. Citation - Peterson, L. (1999). Whose Rules are they Anyway?. Experiential Ed
http://oldweb.madison.k12.wi.us/sod/car/abstracts/320.pdf
Location- Classroom Action Research (C.A.R)-http://oldweb.madison.k12.wi.us/sod/car/search.cgNotes- This research uses anecdotal observations to evaluate data collected from class artifacts. The researcher laments that his data may not be able to answer the question he started out to answer but recognizes the value in the process of action research in the classroom. The AR forced him to look at the concept of kids in a P.E. class making there own rules and then writing, and drawing about them for homework.
4.Citation - Kloos, K. L. (2001). Changing the game-Creating a classroom that successfully educates all children. Race, Class, Gender, Culture, Language and Learning
http://oldweb.madison.k12.wi.us/sod/car/abstracts/226.pdf
Location- Classroom Action Research (C.A.R)-http://oldweb.madison.k12.wi.us/sod/car/search.cg
Notes-